The Study On The Influence Of English Reading Teaching Objectives On Students’ Thinking In Senior High School

The basic idea of English Curriculum Standard of General Senior High School emphasizes on cultivating students’ innovative spirit and thinking quality.Reading is the interaction between thought and language.The objectives of reading teaching plays a guiding role in the process of reading teaching and the development of students’ thinking.However,in the process of real English reading teaching,teachers have weak consciousness of students’ thinking cultivation and ignore the relationship between English reading teaching objectives and students’ thinking development.As a result,English reading teaching objectives can not promote the development of students’ thinking.The cognitive field in Bloom’s new taxonomy of educational objectives classifies each level of thinking more concretely,which can better guide the formulation and implementation of teaching objectives.In the current research,most scholars have studied teachers’ classroom questioning types,exercise types and so on from the perspective of Bloom’s new taxonomy of educational objectives.However,few scholars have studied the relationship between English reading teaching objectives and students’ thinking development under the guidance of Bloom’s new taxonomy of educational objectives.In English reading teaching classroom,under the instruction of the combination of the Bloom’s new taxonomy of educational objectives and English reading teaching objectives,in order to better promote the development of students’ thinking,this thesis takes the students of Grade Two of an ordinary senior high school in Gaizhou City,Liaoning Province as the research object,and adopts the methods of experiment,questionnaire and interview.The purpose of this study is to focus on the following questions: teaching objectives based on Bloom’s new taxonomy educational objectives to guide high school English reading teaching(1)what impact does it have on the development of students’ low-level thinking(remember,understand,apply)?(2)What impact does it have on the development of students’ high-level thinking(analyze,evaluate,create)?The results of this study are as follows:(1)Before and after the experiment,according to the requirements and examples of Bloom’s new taxonomy of educational objectives,the author tested the students’ reading comprehension.According to the T test of the pre-test and the post-tests,the results show that there is no significant difference in the thinking between the two classes in the pre-test,and the students in the two classes have obvious differences in the development of the overall reading thinking.(2)After a semester of teaching,the correct rate of exercises in the Experimental Class was 2.4%,2.4% and 7.3% higher than that in the Control Class in the remembering,understanding and application.We can see that the reading teaching process based on the English teaching goals that guided by Bloom’s new taxonomy of educational objectives can promote the development of students’ low-level thinking,and the improvement of apply thinking is greater than that of remember and understand thinking.(3)After a semester of teaching,the correct rate of exercises in the Experimental Class was 34.1% and 19.5% higher than that in the Control Class in the analysis and evaluation thinking level.The students in the Experimental Class answer the creative thinking exercises obviously better than the Control Class,which shows that the sentence structure is more complex,the grammatical errors are less,the vocabulary is more advanced and the logic is stronger.We can see that the English reading teaching process based on the teaching objectives that guided by Bloom’s new taxonomy of educational objectives can promote the development of students’ higher-level thinking,and the development range is higher than that of low-level thinking.The thinking of analyzing,evaluating and creating has been obviously developed,and the improvement of analytical thinking is the most significant.In this paper,there are some limitations such as short experimental time,less research subject and subjectivity,therefore researchers can prolong the research time and expand the research subject in the future.